FOCUS AREA 2 Drug Education - Drugs, Alcohol & Road Safety ... · Analgesics are the most commonly...

Focus Area 2

Drug Education

Drug Education

FOCUS AREA 2

This focus area provides the explicit teaching of content and skills related to medicines and hazardous substances for Year 2 students. It focuses on:y hazardous substances found in and around the homey rules around the storage of hazardous substances and

medicinesy safe storage of hazardous substances and medicinesy emergency workers and other adults who can help in

an emergencyy safe use of medicinesy identifying and responding to unsafe situations around

medicines and emergency situations.

Key understandings y Poisonous and fl ammable substances can be identifi ed

by a range of warning signs and symbols.y Hazardous substances can be found in and around the

home.y Medicines and other hazardous substances need to be

stored out of reach of children and monitored by an adult when in use.

y Medicines are drugs that have both helpful and harmful eff ects.

y There are safety procedures for the storage and use of medicines.

y Medicines should be used after non-medical alternatives for relief have been tried.

y An emergency is when someone needs urgent help or medical treatment.

y Some emergencies happen as a consequence of drug misuse.

y There are basic emergency fi rst aid procedures to follow. y There are a range of adults and emergency workers

who can help in an emergency. y Call 000 when an adult cannot be found in an

emergency.

Key skills to practise y Identify and respond to unsafe and emergency

situations around medicines and hazardous substances.y Use assertive communication in unsafe situations.y Make responsible decisions to ensure their own safety

and the safety of others. y Express and share opinions and ideas with others.y Use verbal and non verbal communication skills such

as listening when others speak, waiting for a turn and knowing when to respond.

y Work with partners and in small groups using strategies such as taking turns, staying on task and sharing resources.

y Practise group decision-making with peers in pairs and small groups.

y Practise showing courtesy to others when voicing disagreement or an alternative point of view when solving simple interpersonal problems.

General capabilities The general capabilities comprise an integrated and interconnected set of knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to become successful learners, confi dent and creative individuals, and active and informed citizens.

The content and activities in this focus area provide teachers with the opportunity to explicitly teach some of the general capabilities. The table below outlines how this resource addresses these capabilities.

Addressing the General Capabilities through Challenges and Choices

Activity page

TUNING IN

1 Safe storage of medicines and hazardous substances

62

2 People who can help in an emergency 63

FINDING OUT

3 Warning words and symbols 64

4 Knowing what to say in an emergency 67

5 Safe use of medicines 71

6 Over-the-counter and prescription medicines 73

SORTING OUT

7 Practising dealing with emergencies 74

8 Making safer decisions around medicines 76

REFLECTING

9 Sharing knowledge and skills around medicines and hazardous substances

79

Key Literacy NumeracyInformation and communication technology (ICT) capabilityCritical and creative thinking

Ethical understanding Personal and social capabilityIntercultural understanding

INTRODUCTION

© 2013 School Drug Education and Road Aware YEAR 2 FOCUS AREA 2: Drug Education | 59

What are analgesics?An analgesic is a depressant substance that is used to relieve minor pain. Analgesics are often called pain relievers or painkillers. Analgesics slow down the activity of the brain and include:y aspirin (such as Disprin, AsproClear, Aspirin)y paracetamol (such as Panadol, Dymadon, Tylenol)y combination products that contain both aspirin and

codeine (such as Veganin) or paracetamol and codeine (such as Panadeine).

Prevalence of analgesic useAnalgesics are the most commonly used drugs among 12-17 year old WA students with 95% having used them at some time in their lives, with females being more likely to use than males.1

Australia has the greatest use of analgesics and renal failure caused by analgesics in the Western world. Teaching young children about non-medicinal alternatives to analgesics challenges our drug taking culture.

Death and diseasePoisonings continue to be a cause of child hospitalisation in Western Australia. Education on the safe use of medicines is therefore important for students and parents/caregivers alike.

Childhood poisonings are mainly caused by products commonly found around the home including medicines (pain relievers and sleeping tablets), household cleaning agents (caustic cleaners for drains, dishwashing machine detergent), petrochemicals (kerosene, petrol) and pesticides and weedkillers.

The majority of poisonings occur when the substance is not in its usual place and has been recently used but not monitored by an adult.

1 Australian School Student Alcohol and Drug (ASSAD) Survey – Results from 2011, Drug and Alcohol Offi ce, 2012

Aspirin use for children under the age of 12 years is dangerous. It can harm the stomach and intestinal tract and can cause Reye’s Syndrome (a rare but potentially fatal condition). This information may not be known by many parents and caregivers.

Aspirin may cause irritation of the gastric mucous membrane and even bleeding from the stomach. Excessive use may result in ringing in the ears, giddiness, nausea and mental aberration. Regular long-term use of aspirin may cause kidney damage and anaemia and asthma attacks.

Paracetamol overdose can produce acute and sometimes fatal liver damage and also kidney damage. A dose of fewer than 10 tablets (25g) may be fatal.

Standard precautionsWhen teaching students about emergencies it is important to discuss standard precautions. These are work practices required to prevent the spread of infections. It is a standard precaution to treat all blood (outside of the body) as potentially infectious.

Standard precautions include good hygiene practices such as washing and drying hands; using plastic or disposable gloves when in contact with another person’s body fl uids; and appropriate handling of needles, syringes and other sharp objects.

Some items such as discarded needles and syringes could potentially contain organisms responsible for the transmission of Blood Borne Viruses or BBVs (eg Hepatitis and HIV).

TEACHER NOTES

Challenges and Choices: resilience, drug and road safety education60 | YEAR 2 FOCUS AREA 2: Drug Education

Students need to be taught not to touch the needles and syringes they fi nd and immediately report the fi nding to an adult.

The standard precautions for discarded needles and syringes is for an adult to place the item into an appropriate sharps container (eg one that is leak, puncture and shatter proof such as a lunch box or an empty plastic cool drink bottle) and put the sealed container in a domestic rubbish bin (not the recyclable bin).

The standard precautions for needle stick injuries (a potential source of infection by HIV, Hepatitis B and C and tetanus) is to wash the infected area immediately with soap and water, apply antiseptic and a sterile waterproof dressing to the wound, and then take the infected person to a medical practitioner for assessment and treatment.

All Department of Education (WA) schools need to refer to the Regulatory Framework documents including HIV/AIDS and Hepatitis and Student Health Care Policy. AISWA and Catholic Education Offi ce schools need to refer to their sector guidelines.

How medicine and hazardous substance education is taught is importantSometimes analgesics will be the best form of short term treatment of pain. However students should be encouraged to use these drugs after they have tried alternatives to pain relief.

Stress that a good way to prevent pain is to maintain a balanced diet, be active every day, participate in healthy relationships, and get suffi cient rest.

Students often see analgesic use as harmless because they are infl uenced by advertising and their parents’ and other adults’ example. Find opportunities to challenge these infl uences.

Stress that a trusted adult is the only person who should administer medicines and other drugs.

It is important to engage parents in drug education programs and activities as it is unrealistic to expect young children to protect themselves fully from the misuse of medicines and hazardous substances.

The available evidence-base suggests that eff ective drug education programs for students of this age should:y Increase students’ knowledge, social skills, and refusal

skills towards analgesics prescription and over-the-counter medicines.

y Include scenarios relevant to students’ experiences and interests.

y Contain highly interactive activities that engage students in problem solving and critical thinking.

y Provide signifi cant coverage of content around these drugs complemented by follow up booster sessions.

y Position drug education within a broader health and wellbeing curriculum. that focuses, amongst other things, on staying healthy, stress and coping.

y Respond to cultural and social needs of the school community.

y Engage parents where possible.2

Useful websitesy School Drug Education and Road Aware

www.sdera.wa.edu.au y Drug and Alcohol Offi ce

www.dao.health.wa.gov.au y Drug Aware

www.drugaware.com.auy Reach Out Australia

au.reachout.com y Oxygen

www.oxygen.org.au y Kidshelp

www.kidshelp.com.au y Alcohol Think Again

www.alcoholthinkagain.com.au y Life Education Australia

www.lifeeducation.org.au

2 Helen Cahill, Taking an evidence-based approach to classroom drug education. Australian Youth Research Centre, The University of Melbourne, 2002


y Conduct a shared reading (refer to page 188) of Out of reach. Pause during the reading of the story to highlight either the text or illustrations showing medicines or hazardous substances that are or should have been put out of reach, such as the fi rst aid kit in locked cupboard (front cover); cleaning agents on the shelf (page 11); snail bait (page 13); KEEP OUT OF REACH OF CHILDREN words and warning symbols (pages 8, 10 and 11).

AskWhy did Grandma take the medicine out of her basket?Why do medicines have to be put safely out of children’s reach?Why does the cupboard with the fi rst aid kit have a key?Where are the medicines stored in your home?What do we do at our school to keep medicines that you need safe from other children? (eg asthma inhalers, antibiotics or insulin)Where are some of these other poisonous or hazardous substances found at your house? (eg cockroach baits)Why is it a good idea to keep these poisonous things where small children can’t reach them?What could you say to your mum or dad if these things are not stored out of reach at your house?

y Divide the class into small groups. Assign one of the following sections of the Out of reach book to each group: lounge/dining room (pp 4-5) bathroom (pp 6-7) kitchen (pp 8-9) laundry (pp 10-11) garage/shed (pp 12-13)

Using the book or a photocopy of the relevant pages, have students identify and record the items that need to be put out of reach or that are already out of reach of children.

Have groups share the items they identifi ed and list these on the board. The illustrations showing things that should be put out of reach include lipstick, tablets, medicines, coins, poison, matches, moth balls, knives, fi rst aid kit, toilet cleaner, bleach, deodorant, air freshener, silver polish, dishwashing powder, cockroach bait, window cleaner, cactus, paint, tools, electrical cords, lawn food, snail bait, candles, spray cans, electrical appliances, and unlabelled containers.

Clarify misunderstandings and ensure students know why each item is dangerous to young children.

y Discuss any words or symbols shown on the hazardous substances and medicines and record these. For example: Keep out of reach of children. Caution, skull and cross bone, fl ammable symbol.

y Organise a roster for students to take home the Out of reach book to share with their family.

TUNING INACTIVITY 1 Safe storage of medicines and hazardous substances

Preparation Out of reach by Margaret Wild (NSW Department

of Education and Training, 2002) Out of reach pages 4-5, 6-7, 8-9, 10-11 and 12-13

– photocopy one set of pages per group Paper and markers – class set Out of reach slideshow – cue the CD-Rom

Out of reach was distributed with the fi rst edition of Challenges and Choices.Use the Out of reach slideshow to talk about medicines and hazardous substances.


y Read page 3 of Out of reach then ask the following questions.

AskWhat might have happened to Timmy if he had swallowed Grandma’s tablets? (He may have become very dizzy and then fallen unconscious because the tablets were prescribed for Grandma’s blood pressure.)What would you do if you saw Timmy taking Grandma’s tablets? What is an emergency? (An emergency can be described as a dangerous situation that requires immediate attention.)What is an example of an emergency? (Avoid discussing dramatic stories that may distress students and be prepared to protectively interrupt if parental drug use or sexual abuse is discussed. Clarify that while some situations that are suggested may not be an emergency (eg fi nding medicine on the table) they still require adult help.) What does ‘staying calm’ mean?Why do you think you need to stay calm if you fi nd yourself in an emergency? (eg so you can think clearly and behave in a helpful way) How do you think you would feel if you were involved in an emergency and were the only person around who could help? Why is it important to fi nd an adult to help as soon as you see an emergency? What would you do if you couldn’t fi nd an adult to help in an emergency? (Call the emergency number 000.) Who would answer your 000 call? (Explain that the call will be taken by an operator as many people assume that they will be connected straight through to the service they require ie ambulance, police, fi re and emergency. Point out that the operator will ask the caller what service they require and the nature of their concern.) What information do you need to know when you make an emergency call? (Name, address including the state in Australia you are calling from and the nearest intersection, type of emergency.)

How do you make a 000 call from a public phone or mobile phone? (The call is made the same way as on a home phone. No money is required for a public phone. The mobile number 112 can also be used. It is important to know the address of the emergency when using a mobile phone as this information does not register on the 000 emergency number systems.)

y Use a one minute challenge (refer to page 185) for students to generate a list of people who could help in an emergency at school and in the home. Encourage students to suggest people other than parents or care givers as these people may be at work or unavailable.

y Write the headings – alcohol, cigarettes, medicines or syringes on each graffi ti sheet (refer to page 182). Give one graffi ti sheet to each group.

Ask each group to suggest the emergencies that may be caused by misuse of the item listed on their sheet. For example: alcohol – a young child sipping alcohol from a can left on a table at a party might become ill.

Display the graffi ti sheets and have each group present the emergencies that were identifi ed. Ask the class to decide which of the situations would require calling the 000 emergency number and place a tick next to these on the graffi ti sheet. This will be determined by the lack of adult presence.

Discuss the emergency service/s that would be required for each situation.

y Show students how to draw and label a T chart (refer to page 189) with the headings ‘people who can help me in an emergency’ and ‘people who can help me in an emergency at school’. Students can create their own T chart and write a list for each heading.

TUNING INACTIVITY 2 People who can help in an emergency

Preparation Out of reach by Margaret Wild (NSW Department

of Education and Training, 2002) A3 paper and markers – one sheet per group

If Activity 1 was not conducted introduce Out of reach using a shared reading(refer to page 188).


y Display and discuss the warning signs and symbols on the Keep out of reach of children poster – KEEP OUT OF REACH OF CHILDREN, POISON, CAUTION, fl ammable symbol and skull and cross bone symbol meaning poison.

AskWhere have you seen these words or symbols?Why are these words or symbols used?What does ‘poison’ and ‘fl ammable’ mean? (A poison is a substance that causes death or injury when swallowed or absorbed into the body. Flammable means something that is easily set on fi re.)What is an example of a fl ammable gas that you might fi nd in your home? (eg shaving foam, fl y spray)What is an example of a fl ammable liquid that you might fi nd in your home? (eg methylated spirit, petrol, fl oor polish)Why is it law to have warnings on these dangerous products?

y Place students in groups and assign a number to each student. Explain the head talk strategy (refer to page 183).

Give each group a selection of medicine containers and hazardous substances containers and an A3 copy of Warnings. Explain that each group is to search their containers to fi nd any labels or writing that match the headings listed on the activity sheet. Groups then record the item in the appropriate square of their sheet.

Have students report back fi ndings for each sign or symbol using the head talk strategy.

y Students choose one container and search for clues that indicate the purpose of the product (eg cleaning fl oors, killing snails). Findings can be reported back using the head talk strategy.

y Students fi nd an item that has more than one warning sign or symbol, or anything else that makes it safer (eg child resistant lids, use by date, prescription dose.) Use the head talk strategy to have students report back their fi ndings.

y Students fi nd one thing that is similar between a hazardous substance container and a medicine container (eg warning signs or symbols, child resistant caps, instructions for use.) Have students report back fi ndings to the class using the head talk strategy.

y Have students draw and label a picture of an appropriate item to go in each box of the Warningssheet. Each box is then cut out and sorted into groups ie medicines and other hazardous substances.

y Give each student a large sheet of paper to make a poster showing where items can be stored in the home. Students then paste each item into the appropriate location on their poster.

Have students write a title for the poster. For example, Keep out of reach or Poisons are in your home – look out for them!

Display the posters and containers in the library for other students to view.

y Give each student a copy of Safe storage of medicines and hazardous substances. Explain that students are to take the sheet home and complete it with their family.

ACTIVITY 3 Warning words and symbols

Preparation Keep out of reach of children poster A selection of empty and washed medicine and

hazardous substance containers Activity sheet Warnings – A3 photocopy one per

group and A4 photocopy one per student Family information sheet Safe storage of medicines

and hazardous substances – photocopy one per student

Large sheet of paper – one per student Markers, scissors and glue – class set

The Keep out of reach of children poster was distributed with the fi rst edition of Challenges and Choices.

Send a note home to request empty and washed medicine containers and household products with warning signs on the side or child resistant lids. Ensure all names are deleted from prescription medicines. Pharmacies will often provide empty containers.

FINDING OUT


Name ACTIVITY SHEET

Warnings

POISON READ INSTRUCTIONS CAREFULLY

CAUTION – KEEP OUT OF REACH OF CHILDREN

FLAMMABLE GAS

WARNING NOT TO BE TAKEN

POISON FLAMMABLE LIQUID

Draw a picture of a medicine or product for each warning.

FLAMMABLE GAS

FLAMMABLE


Safe storage of medicines and hazardous substances Poisonings continue to be a cause of child hospitalisations in Western Australia. Most of these poisonings are caused by medicines such as pain relievers and sleeping tablets, and other substances such as cleaning products.

Most poisonings from hazardous substances happen when a substance is not in its usual place and has just been used.

At home activityy Talk about the safe storage of medicines and hazardous substances with your child. Look around your home to

see if you can fi nd a product with each of these signs or symbols. Ask your child what each sign or symbol means and make sure this product is kept out of reach of children.

y While you are checking your medicines, it would be useful to throw ‘out of date’ and unwanted medicines away by placing them in the rubbish bin or fl ushing them down the toilet.

y Make sure that all medicines are stored in their original containers and not laying around loose.

Thank you for playing a vital role in your child’s health and drug education.

FAMILY INFORMATION SHEET

Warning sign or symbol

Name or type of product

Is this product out of reach of children?

CAUTION - KEEP OUT OF REACH OF CHILDREN Yes No

WARNING Yes No

POISON Yes No

READ INSTRUCTIONS CAREFULLY Yes No

FLAMMABLE GAS Yes No

FLAMMABLE LIQUID Yes No

NOT TO BE TAKEN Yes No

FLAMMABLE GAS

FLAMMABLE LIQUID

66 | YEAR 2 FOCUS AREA 2: Drug Education © 2013 School Drug Education and Road Aware

y Revise the information recorded on the T charts in Activity 2. Stress that students must never call 000 (or 112 as an alternative mobile number) ‘just for fun’ as this means that the operator is spending time with their hoax call when they could be helping to save someone else’s life.

Stress that it is important to stay calm in an emergency and always look for an adult to help fi rst before calling 000.

Explain students are going to record some important information that will be helpful if they ever need to make an emergency call.

Model how to complete the Call 000 in an emergencysheet. Explain why it is important to give the emergency operator the state in Australia they are calling from (many of the suburb names in Australia are repeated so clarifying which state they are calling from will avoid confusion).

Using school records, a local road map and the information provided by families, help students to complete their own details on the activity sheet.

Laminate the activity sheets. Send the activity sheet and a copy of Using emergency services home with each student to complete with their family.

Suggest that students leave the sheet near the phone.

y Teach students the Emergency song. Students can practise with the song track or just with the rap track playing. The lyrics are provided on the activity sheet.

y Teach students the Dial 000 rap.

Dial 000If you’re all alone,And there’s an accident at home,Get up and grab a phone andDial zero, zero, zero.

Whatcha gonna do,When it’s all up to you?Get up and grab a phone andDial zero, zero, zero.

Yeah! Tell ’em your name.Yeah! Tell ’em where you live.Then tell ’em what’s wrong.Yeah! You’ll have done your bit.

If you’re all alone,And there’s an accident at home,Get up and grab a phone and,Dial zero, zero, zero.

ACTIVITY 4 Knowing what to say in an emergency

Preparation Activity sheet Call 000 in an emergency –

photocopy one per student Local road map or street directories Activity sheet Emergency song and cue the CD Family information sheet Using emergency services

– photocopy one per student

FINDING OUT

Send a note home to families requesting information to be returned to school ie home address, nearest intersection and emergency contact details, before conducting this activity.


Name ACTIVITY SHEET

Call 000 in an emergency

My name is .My address is (number and street)

(suburb)in Western Australia.

The closest intersection to my house is .

My home telephone number is .

Other people I can call in an emergencyName Phone Mobile

Name Phone Mobile

Name Phone Mobile

Name Phone Mobile


Name ACTIVITY SHEET

Emergency song

Stay calm. Stay calm. Stay calm. Stay calm.Stay calm. Stay calm. Stay calm. Stay calm.

Look for an adult. Look for an adult. Look for an adult. Look for an adult.Look for an adult. Look for an adult. Look for an adult. Look for an adult.And if you can’t pick up the phone. And if you can’t pick up the phone.

You gotta pick up the phone. You gotta pick up the phone.Dial 000. 000. Dial 000. 000. Dial 000. 000. Dial 000. 000.

(Phone rings twice)Operator: What service do you require? Police, fire or ambulance?

(Children respond)Operator: What is your name?

(Children respond)Operator: What is your address?

(Children respond)Operator: What is your phone number?

(Children respond)

Repeat song from the beginning.

And if you can’t pick up the phone. And if you can’t pick up the phone.You gotta pick up the phone. You gotta pick up the phone.

Dial 000. 000. Dial 000. 000. Dial 000. 000. Dial 000. 000.

Words and music by Janis Cullen and Adele de Marchi


Your child has been practising how to contact the police, ambulance or fi re and emergency services for times when they can’t fi nd an adult to help.

Your child has also learnt that it’s important not to call 000 ‘just for fun’.

Please help your child to complete the details of the people they have identifi ed to contact in an emergency on their Call 000 in an emergency activity sheet.

You might also like to talk about:• the people your child has suggested as

emergency contacts• anyone else your child could contact in an

emergency• the neighbours from whom your child can seek

help in an emergency• what your child should do if your phone is not

working or if you don’t have a phone.

Please leave the Call 000 in an emergency sheet next to your phone so that it may be used in the event of an emergency.


Using emergency services



y Using a sheet of paper folded into four square (refer to page 182), students ask three other students for ideas about what you should and shouldn’t do when using medicine. When students have fi lled their sheets, sit the class in small groups to share their fi ndings.

y With the whole class, compile a list using a T chart(refer to page 189). Some examples have been provided.

T chart example

Should Shouldn’t

Keep medicines away from small children.

Tell an adult if the medicine makes you feel worse.

Follow the instructions on how much and when to take the medicine.

Always check the use-by-date.

Only take medicine from an adult you trust.

Think about what else you could do to make you feel better before you take medicine.

Don’t take medicines that are past their use-by-date.

Don’t take someone else’s medicine.

Don’t touch syringes that you may fi nd. Get an adult.

Don’t try any medicine you fi nd.

Always fi nish all the tablets in the packet if you are taking antibiotics.

Don’t give your medicine to anyone else.

y Distribute copies of Safe use of medicines or show the activity sheet on an interactive whiteboard. Have students draw a line to connect each drawing to its corresponding sentence.

y Discuss in detail a range of alternatives to medicine that students may use in their home. Stress that medicines may have helpful and harmful eff ects on the body and that they should be used carefully.

y Students retell or create a story map (refer to page 188) on the computer to summarise a well-known story such as Alice in Wonderland where the character becomes sick after drinking something that was not intended for her use. Have students explain what may have happened to the character or how the situation may have been avoided using some of the T chart examples. For example: Alice feels sick and dizzy because she took someone else’s medicine. Alice would have been okay if she had only taken the medicine from an adult she trusted.

y Invite the principal, school nurse or health coordinator to talk to the students about the school rules for safe use of medicines, or ask a pharmacist to talk about safety procedures for medicines.

ACTIVITY 5 Safe use of medicines

Preparation A4 paper – one sheet per student Activity sheet Safe use of medicines – photocopy

one per student or show on interactive whiteboard

FINDING OUT


Name ACTIVITY SHEET

Safe use of medicinesRead each sentence and decide if it is a safe or unsafe thing to do around medicines. Draw a line to match the sentence and picture.

1. Keep medicines away from small children. Safe Unsafe

2. Tell an adult if the medicine makes you feel worse. Safe Unsafe

3. Follow the instructions on how much and when to take the medicine. Safe Unsafe

4. Only take medicine from an adult you trust. Safe Unsafe

5. Don’t take medicines that are past their use-by-date. Safe Unsafe

6. Don’t take someone else’s medicine. Safe Unsafe

7. Don’t touch syringes that you may fi nd. Get an adult. Safe Unsafe

8. Don’t try any medicine you fi nd. Safe Unsafe


y Display the Medicines poster and discuss the images using the following questions.

AskWhen might you need to use these medicines?Could these medicines also be harmful? (Yes. If medicines are not used in the correct way they can be harmful.) Are tablets the only way you get medicine? (No. Medicine can come in capsules, tablets, syrups, powders, drops, creams and sprays.) Where can adults buy these medicines? (Medicines can be purchased at the supermarket, chemist and service stations. These medicines are called over-the-counter medicines because adults can buy them over the counter in the shop without needing a prescription from a doctor. Stress that all medicines, prescription and over-the-counter, are drugs and that drugs are things that people take or use, other than food or water, which change the way a person thinks or feels.)Why is it important never to take someone else’s medicine, especially prescription medicine? (The doctor has prescribed it just for that person and their illness.)Why is it important to only ever take medicine from a trusted adult? (This person can make sure you are taking the correct dose, not using medicine that is out of date and also choose the correct medicine to give you.)

y Place students in small groups with a collection of empty over-the-counter and prescription medicine containers. Ensure all names are deleted from prescription medicines and supervise the activity well.

Using a large Venn diagram (refer to page 192), groups identify aspects that are similar to both types of medications (eg warnings; dosage information; expiry dates; both harmful if not used as directed) and aspects unique to both (eg prescription medicine has a patient’s name and a doctor’s name on it; over-the-counter medicines usually have information about what it treats and are packaged in a more appealing way to attract the buyer). This information is recorded in the appropriate sections of the Venn diagram.

Have students report their fi ndings to the class. Group tallies of the diff erent types of medicines may be recorded.

y Write the following unfi nished sentences on the board for students to complete.

Unfi nished sentences Over-the-counter medicines can be

bought at . Prescription medicines can only be bought at a

with a from the doctor.

Prescription medicines are only to be taken by the person whose is on the container.

An adult should always read the on the side of the packet or bottle before giving medicine to a child so they get the correct

.

ACTIVITY 6 Over-the-counter and prescription medicines

Preparation A range of empty over-the-counter and prescription

medicine containers Medicines poster or slideshow – cue the CD-Rom

FINDING OUT

Send a note home asking for empty and washed medicine containers. Pharmacies will often provide empty containers.

The Medicines poster was distributed with the fi rst edition of Challenges and Choices.


y Students write their name, address, nearest intersection and phone number on an index sized card. Use school records to confi rm that the student’s details are correct then collate them in alphabetical order. Check for those students’ who have silent numbers or any confi dentiality issues.

y Prepare a ‘pass the parcel’ with enough layers for everyone in the class and a small treat for all to share at the centre of the parcel.

Explain the game is to pass the parcel while singing the song Round the circle here it comes. The student who ends up with the parcel on the phrase ‘pass the parcel’ must announce their name, address, nearest intersection and phone number. The information is checked against the fi led index cards. Help students who struggle to recall the information.

Round the circle here it comes(Sung to the tune of London Bridge is falling down)Round the circle, here it comes,Here it comes, here it comes.Round the circle, here it comes,Pass the parcel.

Continue the game until all students have had a turn.

y Write the following basic fi rst aid rules on the board and discuss with the class. Stress that students must always check for their own safety before helping others. Check for danger. Make yourself safe fi rst. Help the person who is hurt if you can but don’t

waste time. Don’t touch syringes or bleeding wounds. Get an adult to help if you can. If you can’t fi nd an adult, call 000. Check if someone is breathing.

y Give each student a card from What is your emergency?Place students in small groups with an adult helper or upper primary student and a telephone or mobile.

Explain students are to decide who is in danger and why they are in danger. Students must also explain what they would do in this situation and the emergency service that would be required. (Tell students to assume that an adult is not available.)

y Have students practise placing an emergency call requesting the appropriate service and stating their name, address, closest intersection and phone number. Stress that students should not hang up after giving their details as further questions will be asked to determine the necessary ambulance response and some fi rst aid advice will be given over the phone by the call-taker.

Brief the adults or older students that their role is to be the call-taker answering the emergency service and asking the student the following question.

Possible questions asked by the call-takerWhat service do you require (police, fi re or ambulance)?What is your name?Where is the exact location of the emergency?Where is the nearest intersection?What is the number of the phone you are calling from?What is the problem? What exactly happened?How many people are hurt?What is the age of the patient?Is the patient conscious?Is the patient breathing?

Students could be taped or videoed to check the accuracy of their information.

Process the activity using the following questions.

AskDid you remember the correct information when you dialled 000?Did you speak with a clear and calm voice?How did you feel when you had to deal with this emergency?How do you think you would feel if this happened in real life?Why is it important to only dial 000 in an emergency?

y Place the phones in the classroom and encourage students to practise giving their name, address, nearest intersection and phone number.

ACTIVITY 7 Practising dealing with emergencies

Preparation Index cards – one per student Pass the parcel – one for the class Activity sheet What is your emergency? – one card

per student Old telephone or mobile phone – one per group Video camera or audio recorder – one per group Emergency song – cue the CD

SORTING OUT

This activity requires adult helpers or upper primary students.


Name ACTIVITY SHEET

What is your emergency?

Emergency 1 You are home alone with your big sister and see a fi re in the kitchen. Your mum has just gone to the local shop.

Emergency 2You are at home with your big sister. Your friend has taken some of your sister’s pills for a dare and is feeling sick.

Emergency 3You are home alone with your big brother. You think someone is trying to break into your house.

Emergency 4Grandma is looking after you but she has fallen over and hurt her leg. She can’t get up.

Emergency 5You can’t wake your mum up. Dad has gone to work and no one else is at home.

Emergency 6You are cooking with your friend. Your mum has gone next door to borrow some eggs. Your friend knocks a saucepan of boiling water onto her arms and face.

Emergency 7Your older sister is having a really bad asthma attack and has left her medication at school. No one else is at home.

Emergency 8Your aunt is looking after you. She has been drinking a lot of alcohol. She falls and hits her head on a table and looks like she is asleep.


y Introduce students to a puppet. Explain that the puppet is sick. Encourage students to ask a range of questions to fi nd out why the puppet is sick. Use the example that the puppet took his medicine without a trusted adult giving it to him. The puppet has swallowed more than the prescribed dose and is feeling sick and very sleepy. Continue until the situation that caused the puppet to feel sick is identifi ed by the class. Stress that what the puppet did was very unsafe.

Re-enact the beginning of the above situation with the puppet thinking about taking too much medicine. Use another puppet to play the part of a sister or brother in the scenario. Demonstrate the sibling puppet using assertive verbal and non-verbal communication skills to infl uence the other puppet’s decision not to touch the medicine.

AskWhat did the brother/sister puppet do to stop the puppet taking the medicine?What type of words did the brother/sister puppet use?What else might the brother/sister puppet have done?

y Explain that students are to pretend that the fi rst puppet is one of their siblings or friends and that they are to use assertive communication (both verbal and non-verbal) to prevent the puppet from taking the medicine without an adult. Prior assertive communication learning experiences may need to have been conducted with students (refer to Activity 4 Ways to disagree on page 44).

Reinforce that the skill of being assertive requires practise. Ask students to refl ect on how they felt being assertive.

Reinforce the rules to stay safe around medicines identifi ed in Activity 5 on page 71.

y Have students identify several scenarios where unsafe use of medicines is a problem. Write these on the board.

Place students in small groups. Have groups select one of the scenarios listed on the board or alternatively give each group a card from Emergency scenarios to role-play (refer to page 186). Explain that students are to use assertive statements and actions that would keep them and others safer. Discuss feelings that may aff ect their words and actions (eg worried, upset, anxious). Also remind the class of the distinction between ‘telling’ to get help and ‘telling’ to get someone into trouble.

Have groups perform their role-play to others in the class.

y Explain Staying safer around medicines to students and ask them to talk to their parents and family members about it.

ACTIVITY 8 Making safer decisions around medicines

Preparation Two puppets Activity sheet Emergency scenarios – photocopy

one card per group Family information sheet Staying safer around

medicines – photocopy one per student

SORTING OUT


Name ACTIVITY SHEET

Emergency scenarios

Emergency 1 You fi nd you little sister in the bathroom with a bottle of opened cough mixture. She has red liquid around her mouth and looks very sleepy. A babysitter is looking after you. When you tell her what has happened she says that your sister will be okay. You know what she has done could be an emergency.

Emergency 2You fi nd some pills on the fl oor at your grandmother’s house. You are worried your little brother who is crawling on the fl oor may get to them. You tell your grandmother but she doesn’t appear to be doing anything about it.

Emergency 3You are at the school athletics carnival and after your race you are feeling very puff ed. Your friend off ers you his asthma puff er to use. When you say ‘no thanks’ he keeps bugging you to take it.

Emergency 4You notice that your friend has some medicine in their lunchbox. Your friend tells you they are antibiotics and he needs to take one after his lunch. You know the rule for medicines at your school is the teacher must give all medicines to students.

Emergency 5You have to take antibiotics for a throat infection. You forget to take them with you to your friend’s house for the weekend. You friend’s mum says not to worry, you seem okay now but you know the safe thing to do is fi nish a course of antibiotics.

Emergency 6You are at Grandma’s house and have a bad headache. You have had a lie down and had lots of water to drink but the headache is getting worse. She off ers you some old Disprin that is past its use-by date and is all crumbly and smelly. You know kids your age should not take Disprin and that it is not safe to take medicine past its use-by-date.


© 2013 School Drug Education Road Aware

Staying safer around medicines Your child has been learning about staying safer around over-the-counter and prescription medicines. We have talked about how over-the-counter medicines like cough mixture are drugs and that they can be both helpful and harmful to us. Your child has been practising how to be assertive to keep themselves and others safe around medicines.Please reinforce these rules about medicine with your child.

To avoid accidental overdose of children or other harmful eff ects:y Be sure you know how much medicine to give, how

long to wait between doses and the maximum number of doses that can be given in a 24 hour period.

y Know the correct weight of your child to work out the correct dose of medicine.

y Use a proper measuring device.

y Check with your spouse/partner (especially during the night) if any medication has been given to your child.

y Some analgesics are found in other medicines, such as cough and cold medicines. It is easy to ‘double up’ if you don’t check the ingredient list before using these medicines with analgesics. For example, Panadol and Dymadon both contain paracetamol.

y Call the Poisons Information Centre on 13 11 26 if you are concerned about accidental overdose.

y Never give a child under 12 years of age aspirin at any time, unless prescribed by a doctor.



Should Keep medicines away from small children. Tell an adult if the medicine makes you feel

worse. Follow the instructions on how much and when

to take the medicine. Always check the use-by-date. Only take medicine from an adult you trust. Think about what else you could do to make

you feel better before you take medicine.

Shouldn’t Don’t take medicines that are past their

use-by-date. Don’t take someone else’s medicine. Don’t touch syringes that you may fi nd.

Get an adult. Don’t try any medicine you fi nd. Always fi nish all the tablets in the packet if

you are taking antibiotics.

78 | YEAR 2 FOCUS AREA 2: Drug Education

y Conduct a happy face strategy (refer to page 182) to ask the following questions. Listen to several responses from students so others in the class are exposed to a range of opinions.

AskWhat does the poisons warning sign on boxes and bottles look like?What other words or symbols are on bottles and boxes that have poisonous substances inside?Where might you fi nd poisonous substances in your home? Where should poisonous substances be stored? Why?Why should you only take medicine from a trusted adult? Where should adults store medicines to keep them safe from young children? Why should medicines be stored safely away from young children?What are some other rules about medicines that will keep you safe around these drugs? What could you do if you saw your little brother taking the lid off a bottle of cough mixture? What are some diff erences between over-the-counter medicines and prescription medicines? What is an emergency?What should you do if you can’t fi nd an adult in an emergency? What information do you need to know before you call 000? (Name, address, nearest intersection, phone number and the service required.)

y Distribute a copy of I can keep myself safe around medicines and poisons and A4 paper to each student. Read through the words and phrases listed on the activity sheet. Explain that students are to use the words and phrases and other information they have gathered during this focus area to create a mind map(refer to page 184).

Students can then refer to the mind map when writing a letter to a friend that demonstrates their understanding of medicines, hazardous substances and how to deal with emergencies.

y Students read their letter to a partner. Send the letters home with students to share and discuss with their family.

ACTIVITY 9 Sharing knowledge and skills around medicines and hazardous substances

Preparation Activity sheet I can keep myself safe around

medicines and poisons – photocopy one per student A4 paper – one sheet per student

REFLECTING


Name ACTIVITY SHEET

I can keep myself safe around medicines and poisonsWrite a letter to your friend telling them how to stay safe around medicines and poisons. You can use some of the words in the box to help you.

Dear

Your friend,

call 000 out of reach warning sign warning symbol

use-by-date follow instructions police ambulance

stay calm look for an adult phone number fi re and emergency servicecall centre address poisons

nearest intersection emergency trusted adult


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